Working Mathematically in Elementary Lessons: Investigating the Role of Dialogicality for Developing Mathematical Proficiencies

• In Event: Moscone Center North Roundtable Session 10
  In Roundtable Session: Supporting Mathematical Learners Through Discourse

Abstract

High quality mathematics instruction emphasises that students demonstrate proficiency in their mathematical understandings, fluency in responding, reasoning, and as they solve problems. These practices require students to work mathematically. Drawing on data from a larger critical ethnographic study of elementary teaching and learning practices, this paper explores how dialogicality in lessons enables students to work mathematically to produce proficiency. Using a framework for coding and analysing lesson talk, the extent to which teacher talk practices enable and/or constrain students’ capacity to demonstrate mathematical proficiency are considered. Surprisingly, findings reveal substantial teacher control over the dialogue, showing limited evidence of practices that enable students to work mathematically. Results have implications for teacher pedagogical practices that support student development of mathematical proficiencies.

Authors

• Peter John Grootenboer, Griffith University

• Christine J Edwards-Groves, Charles Sturt University

• Catherine Attard, Western Sydney University